Intertrain UK Ltd

Intertrain UK Ltd

Address: Balby Court, Carr Hill, Doncaster, South Yorkshire, DN4 8DE Unique reference number (URN): 1278602

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders promote a strong culture of inclusion and ensure that staff, learners and apprentices understand and apply this consistently. They have implemented a clear inclusion policy, strategy and action plan, with defined responsibilities, to embed inclusive practice across the organisation.

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Inclusion Expected standard

Staff identify learners and apprentices who require additional support promptly at the start of their programme. Apprentices and learners complete diagnostic initial assessments, and staff use the outcomes to create support plans, which are shared with learners, apprentices and, where appropriate, employers to ensure that suitable support is in place.

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Inclusion Expected standard

Leaders ensure that staff are fully trained to follow a well-established cycle of assessment, planning, action and review to meet learners’ support needs. Staff use assessment information effectively to create and regularly update learning plans that include appropriate interventions. As a result, most learners feel well supported and achieve well. In a very small number of cases, learners experience delays in receiving additional support. Leaders are aware of these isolated delays and have taken steps to reduce them.

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Inclusion Expected standard

Learners and apprentices with additional support needs make at least expected progress and achieve in line with their peers.

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Leadership and governance Expected standard

Leaders have a clear vision to provide training that meets the needs of employers, learners and apprentices, including targeted provision for apprentices in prison. They respond effectively to skills needs identified through employer engagement and labour market analysis. They also work with well-chosen and relevant subcontractors to extend their provision, which allows them to offer their training to more learners.

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Leadership and governance Expected standard

Governance arrangements are appropriate and provide effective scrutiny. Senior leaders and an experienced external governor provide valuable challenge and support to staff and managers, particularly around quality improvement.

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Leadership and governance Expected standard

Leaders have an accurate understanding of their strengths and areas for development. They use effective quality assurance processes to monitor progress. For example, after identifying that too many apprentices left early in recent years, they reviewed their recruitment strategy and introduced Skills Bootcamps as an alternative to apprenticeships for adults for whom this would be more appropriate. As a result, leaders recruit apprentices who are suited to the training offered and retention has improved markedly.

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Leadership and governance Expected standard

Leaders recruit staff with relevant industry experience and up ‑ to ‑ date vocational expertise. They ensure that staff, including those employed by subcontractors, participate in professional development. However, they recognise that this does not yet focus enough on developing tutors’ teaching knowledge and skills and have plans to strengthen this aspect of training. Leaders promote a positive and supportive working culture. Staff feel valued and well supported by managers. Many remain with the organisation long term, and those who leave often return quickly. Staff enjoy their roles and appreciate opportunities to progress.

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Achievement Strong standard

Learners, including those with additional learning needs and other barriers to learning, make substantial progress in developing their knowledge and skills. A very high proportion of learners complete their Skills Bootcamp course and achieve qualifications required by employers. Leaders work very effectively with employers to ensure that there is a job available for learners once they have completed.

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Achievement Strong standard

Leaders work very closely and effectively with employers and subcontractors to ensure that unemployed learners who are new entrants to industry gain a job once they have completed the course. This enables them to gain sustainable employment in sectors, such as traffic management and the rail industry. Employed learners who upskill are able to take on more technical work, such as those learners gaining advanced scaffolding skills.

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Achievement Strong standard

Trainers have extremely high expectations of the standard of learners’ work. Assignments are typically well presented with a high degree of accuracy in spelling and grammar.

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Curriculum and teaching Strong standard

Leaders review the quality of each Skills Bootcamp very thoroughly, identifying aspects that need to improve. By working extremely closely with subcontractors and employers, they ensure that quality of the training remains consistently high and that curriculums include the essential qualifications learners need.

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Curriculum and teaching Strong standard

Leaders have aligned their provision very carefully to target priority skills shortages. They have developed courses in track operations, scaffolding, project management and traffic management. They very successfully ensure that Skills Bootcamps meet the needs of unemployed adults and those seeking a career change.

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Expected standard

Leaders ensure that the curriculums offered are logically sequenced and build on learners’ existing knowledge and skills. For example, rail track operative learners first develop a strong understanding of the risks before progressing to critical track safety, giving them a secure foundation for working in high voltage environments.

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Expected standard

Tutors are industry experts who teach highly effectively. They use demonstration well to help learners understand and remember what they have learned. Scaffolding tutors skilfully demonstrate the bracing techniques used to ensure that surfaces are straight, vertical and square, and then support learners to practise their skills in a safe environment. Trainers also very skilfully use modelling, open-ended questioning and collaborative peer learning to secure full learner participation.

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Expected standard

Tutors use assessment very accurately to check learners’ understanding. They provide learners with constructive feedback, which helps them to improve. Trainers prompt learners to reflect on aspects that could be improved, while ensuring a safe environment.

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Participation and development Expected standard

Tutors show a considerable commitment to supporting the wider development of learners beyond the requirements of the qualification. They skilfully and expertly prepare learners for employment. For example, on the rail track operative course trainers consistently reinforce vital employability skills, such as punctuality, positive attitudes and professional conduct.

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Participation and development Expected standard

At the start of the course, learners are given a brief induction into a range of topics relevant to their personal development. This includes online safety, health and wellbeing and sexual health. Learners also have access to useful online courses related to their personal development. However, many learners do not attend these courses, which means their understanding of the relevance of fundamental British values and radicalisation and extremism is limited, particularly on construction-based Skills Bootcamps.

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Participation and development Expected standard

Tutors ensure that learners are supported well with their next steps by providing appropriate careers guidance. They ensure that, where applicable, learners are supported with CV preparation and interview skills. Learners on scaffolding courses value the career development material trainers provide on the various career pathways, such as working offshore and in industrial settings.

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Curriculum and teaching Expected standard

Leaders plan an apprenticeship curriculum offer that aims to fill the skills gaps and shortages in rail and electrical installation and maintenance where there is high demand for new recruits. Leaders also provide tailored apprenticeship programmes for people preparing to leave prison to support their transition into sustainable employment.

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Curriculum and teaching Expected standard

Leaders understand the quality of their provision and ensure that tutors provide well- sequenced curriculums. They plan on- and off-the-job training well so that apprentices can practise what they have learned. Staff give workplace mentors information and guidance on required learning, useful key terminology and ways to support their apprentices in the workplace.

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Curriculum and teaching Expected standard

Tutors use demonstrations very effectively in their teaching. Apprentices model and apply the methods they are taught. Tutors ensure that training reflects industry standards, including installing containment and wiring systems accurately and within acceptable tolerances. However, functional skills teaching of mathematics is less effective. A few apprentices find that the content of these sessions is insufficiently challenging. These apprentices do not extend their skills or deepen their knowledge, limiting the progress they are able to make.

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Curriculum and teaching Expected standard

Vocational tutors have many years of industry experience. They have a secure understanding of apprentices' competence through workplace visits to carry out practical assessments. Apprentices benefit from helpful oral and written feedback that they use to improve their techniques and further develop subject mastery.

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Curriculum and teaching Expected standard

Staff have productive relationships with employers. They help apprentices to enhance their understanding on how electrical cables should be installed and maintained beyond their required learning.

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Participation and development Expected standard

Apprentices develop their personal, social and technical skills well. They handle challenging customer interactions with increasing confidence and resilience as their technical knowledge improves. Trainers work hard to develop learners’ self-esteem and confidence, which can be particularly low for learners serving a prison sentence.

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Participation and development Expected standard

Apprentices attend well. Tutors set clear expectations for apprentices' punctuality, respect and professional conduct, reflecting the standards required in this high risk industry. Staff promote effectively the fundamental British Values that are particularly relevant to apprentices in this highly regulated workplace. Apprentices recognise the diverse cultures and beliefs in their workplaces and understand the importance of respect, tolerance and regulatory compliance.

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Participation and development Expected standard

Tutors provide useful information about career pathways in engineering, including progression to roles, such as electrical inspector.

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Needs attention

Apprentices feel safe at the provider. They are aware of reporting protocols and have contact details of relevant staff. They are confident that staff would deal with any incidents of bullying or harassment swiftly and effectively. Tutors discuss radicalisation, extremism and online safety to help apprentices recognise and respond appropriately to this risk.

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Achievement Needs attention

The proportion of apprentices who complete their programme and achieve is too low. Overall achievement rates have declined. Managers have sensibly reviewed the recruitment strategy, which is now having a positive impact. They are offering alternative programmes, such as Skills Bootcamps, for learners not ready for an apprenticeship. As a result, the proportion of apprentices remaining in learning has improved substantially.

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Achievement Needs attention

Apprentices develop valuable new knowledge, skills and behaviours from their starting points. For example, level 3 apprentices develop their experience in electrical tasks and can fit fuseboards or chargers for electric vehicles. Apprentices’ work shows clear progression over time with more recent work showing improved analysis, deeper understanding and more confident application of knowledge and technical language. The work that apprentices produce is of the expected standard.

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Achievement Needs attention

Apprentices who complete their programme progress to positive destinations. Most stay with their employer. They progress into more senior roles in the engineering sector.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices are committed to their training. Adult learners on Skills Bootcamps in scaffolding take pride in the progress they make over the intensive 2 week programme. They speak confidently about the techniques they have mastered and the errors they have learned to avoid, such as fitting clamps incorrectly. They recognise the significant role that expert trainers play in helping them improve.

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What it's like to be a learner and/or an apprentice at this provider

As learners and apprentices develop new knowledge and skills, they become competent in applying these and work with independence and assurance. Electrical apprentices, for example, become increasingly confident at fault finding and testing, enabling them to provide swift solutions for customers. Learners and apprentices who need extra help to succeed receive effective support and make progress in line with their peers.

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What it's like to be a learner and/or an apprentice at this provider

Training staff are highly committed to supporting learners and apprentices beyond the requirements of their qualifications. They understand that adult learners, particularly those recently released from prison, often need to be able to offer more to employers than the qualification to secure employment. Staff, therefore, focus on building their confidence and self-esteem, offering effective support that helps them re-engage positively with learning and work.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices understand the importance of staying healthy and safe. They value the training they receive on mental health, including impactful videos and personal testimonies that encourage openness. As a result, they feel more confident discussing concerns and seeking help when needed.

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What it's like to be a learner and/or an apprentice at this provider

Trainers are respectful of cultural and religious needs. They adapt session timings to enable learners and apprentices to observe religious practices, such as prayer during Ramadan, and adjust physical activities appropriately.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices develop strong personal and social skills. They learn how to manage challenging customer interactions, respond to complaints and build resilience as their technical confidence grows.

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Next steps

Leaders should ensure that apprentices enrolled onto functional skills courses receive high-quality teaching to enable them to pass first time. Leaders should support staff who require further training to improve their teaching skills. Leaders should maintain their focus on increasing the proportion of apprentices who complete their training and achieve. Leaders should ensure that all apprentices who require additional support receive this promptly. Leaders should ensure that learners have a full understanding of the risks of radicalisation.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs. Inspectors spoke with learners, apprentices, employers and staff members during the inspection. Intertrain UK Limited, based in Doncaster, provides training for the rail infrastructure network across the country. The provider delivers training nationally through both online and face-to-face methods.

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About this inspection

There are currently 365 apprentices enrolled. Of these, 79 are on level 3 rail engineering technician apprenticeships. The provider also works with apprentices in prison who are due to be released soon, 7 are undertaking level 2 rail engineering operative apprenticeships. A further 243 apprentices are training as installation and maintenance electricians, and 36 are enrolled on domestic electrical apprenticeships. Most apprentices are aged 19 or over.

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About this inspection

There are 64 adult learners enrolled on short Skills Bootcamps designed to prepare them for employment mainly in the construction and rail industries. A high proportion of these

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Lead inspector:

Glenise Burrell, His Majesty's Inspector

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Team inspectors:

Mark Keen, His Majesty's Inspector Jaswant Mann, Ofsted Inspector Alison Gray, Ofsted Inspector Errol Ince, Ofsted Inspector Paul Britton, Ofsted Inspector Daniel Bowater, Ofsted Inspector Chris Wiley, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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365

learners are enrolled on subcontracted provision.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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